Section Navigation

Music

Why we teach Music

Music is a language. It involves maths, science and technology. It is geography, history, culture in society and sometimes religion, too. Music also, of course, closely relates to the other ‘arts’, including art, drama, film and media.

At MVC, the Key Stage 3 curriculum aims to introduce pupils to a broad range of music from a wide variety of historical and geographical contexts. In doing so, we aim to promote and develop a sense of cultural understanding and international mindedness in our pupils.

The Key Stage 3 topics covered also foster transferable skills such as listening, creative and critical thinking and the development of confidence in presenting and performing. These broad skills are then expanded upon at Key Stage 4.

"Music is a world within itself, with a language we all understand." Stevie Wonder

KS3 Music

Overview of content

Throughout KS3, pupils’ learning and assessment is centred around the three core areas of Music; these are comprehension, composing and performing.

Via a broad range of listening, creative and performing tasks based on a breadth of topics, pupils develop knowledge and skills progressively over time. The level of musical vocabulary and skills expected during lessons becomes gradually more challenging throughout the Key Stage.

In order to promote pupils’ memory of the content learned, language linked to the musical elements is continually used, paraphrased and referred back to, throughout the Key Stage.

*Formative Assessment

In addition to summative assessments which take place at the end of each topic listed in the table below, the checking of learning takes place in every lesson through an ongoing dialogue between the teacher and pupils. During listening based activities, differentiated and open questioning is regularly activated in order to check pupils’ comprehension of musical vocabulary. During practical based activities, constructive peer and teacher verbal feedback is engaged, with ‘What Went Well’ and ‘Even Better If’ based comments, in order to establish pupils’ areas for development/ next steps.  In advance of all summative assessments, every pupil has the opportunity to gain feedback and develop their work.

Music programmes of study: Key Stage 3 National curriculum in England

The text in italics in the table below indicate where in the programmes of study the NC objectives are embedded.

Yr 7 Programme of Study

Half term

Topics studied; skills and knowledge

How this will be assessed

Autumn - 1

Instruments of the Orchestra

Pupils learn to recognise the sound, musical features of and styles associated with the core instruments of the string, brass, woodwind and percussion families.

Pupils then apply their learning through creating and performing a motif

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

*Please find information about *Formative Assessment above

Summative assessment

(for Instruments of the Orchestra)

Keyboard assessment (Practical)

Autumn - 2

Introduction to World Music

Pupils learn about the traditional musical instruments and musical features and characteristics associated with:

Africa, India, Indonesia, China, Japan and Latin America

Pupils also learn about the use of music in society, within each area/ culture.

Pupils then apply their learning through creating a short piece of music inspired by each World Music area/ culture.

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

Keyboard assessment (Practical)

Spring - 1 & 2

Western Arts Music

Pupils learn a historical narrative of Western Art Music, including the great composers, instruments and styles associated within the Medieval, Renaissance, Baroque, Classical and Romantic eras.

Pupils then apply their knowledge and understanding through a range of short composing tasks.

listen with increasing discrimination to a wide range of music from great composers and musicians

develop a deepening understanding of the music that they perform and to which they listen, and its history

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

Written test

&

Composing assessment

Summer - 1

Solo Musical Performance

With the choice of singing or playing a musical instrument, pupils learn repertoire as homework, then perform during  lessons. Constructive feedback (WWW EBI) is then shared, informing practice to be done in time for the next lesson.

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Practical assessment

Summer - 2

Introduction to Free Composition

Building on their knowledge, understanding and skills developed earlier in the year, pupils create a short piece of music with one, complete and full section.

(30 secs +)

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Keyboard (or other instrument) assessment

Yr 8 Programme of Study

Half term

Topics studied; skills and knowledge

How this will be assessed

Autumn - 1

C Jam Blues

Pupils learn how to play the C Blues scale in the right hand and primary (1, 4 & 5) chords in the left hand (the 12 bar Blues).

Pupils then have the opportunity to improvise using these skills.

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Keyboard (Practical) assessment

Autumn - 2

Minimalism

Pupils learn about the composers and musical features of contemporary classical music. (Reich/ Adams/ Richter).

Pupils then practice rhythmic and structural conventions through creating their own ‘Minimalist’ style pieces.

develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

Keyboard (Practical) assessment

Spring - 1 & 2

Jazz Music

Pupils learn a historical narrative of Jazz Music, including the influential pioneers, sounds, instruments and musical features associated with Early Jazz, Bebop, Modal, Latin and Modern Jazz genres.

Pupils then create music building on skills developed during the Blues topic.

listen with increasing discrimination to a wide range of music from great composers and musicians

develop a deepening understanding of the music that they perform and to which they listen, and its history

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

Written test

&

Composing assessment

 

Summer - 1

Pop Music Band Project (1)

Working in chosen/ guided ensemble groupings of 3 – 7, pupils learn beginner/ intermediate (differentiated) level song parts.

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

Singing/instrumental assessment

Summer - 2

Development of Free Composition

Pupils create a piece in binary form.

(45 secs +)

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

Keyboard (or other instrument) (Practical) assessment

Yr 9 Programme of Study

Half term

Topics studied; skills and knowledge

How this will be assessed

Autumn - 1 & 2

Film Music

Pupils learn about the great film composers and listen to various extracts of ground-breaking and inspirational soundtracks.

Pupils learn about soundtracks from the following genres:

Horror  Action  Science Fiction  Romantic

THEN

Pupils apply some of the musical/ theoretical concepts learned in devising their own, short film motif(s)/ soundtrack.

develop a deepening understanding of the music that they perform and to which they listen, and its history

listen with increasing discrimination to a wide range of music from great composers and musicians

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and tradition

Keyboard (Practical) assessment

Spring - 1 & 2

Pop Music

Pupils learn a historical narrative of 1960s – 2020’s Pop Music.

Including, some famous and influential artists and bands, genres and subgenres as well as developments in music technology and the way/s music was and is now accessed.

THEN

Pop Music Band Project (2)

Working in chosen/ guided ensemble groupings of 3 – 7, pupils learn intermediate/ advanced (differentiated) level song parts.

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

Written assessment

&

Singing/ Instrumental Assessment

Summer - 1 & 2

Consolidation of Free Composition

Pupils create a piece in ternary form.

(1 min +)

improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Keyboard (or other instrument) 

(Practical) assessment

Homework

Homework set will be in the form of ‘flipped learning’, where pupil’s either listen to extracts of music relevant to their forthcoming lessons/ topics, or, to prepare ‘actual’ musical parts relevant to practical tasks based on relevant topics.

Homework for pupils learning to sing or play a musical instrument is differentiated but should be regular and often.

Learning outside the classroom

MVC Choir

An inclusive Choir, open to Years 7 – 11 is available to all pupils, on Wednesdays 15.00 – 16.00

(Directed by Mr Thomson)

 

MVC Show Band

An inclusive ensemble for all instrumental musicians, open to Years 7 – 11, is available on Tuesdays 15.00 – 16.00

(Directed by Mr Thomson)

 

MVC Peripatetic Lessons (one-to-one lessons)

MVC offers one-to-one music tuition in the following disciplines:

  • Violin
  • Flute
  • Clarinet
  • Saxophone
  • Voice
  • Piano
  • Guitar
  • Drums

A brochure is available at reception or see Mr Thomson for more details.

More information

For any other information please contact Mr Thomson: jthomson@melbournvc.org

Everybody is somebody